VOlUME 05 ISSUE 12 DECEMBER 2022
1Muhammad Abidin, 2Ahmad Suriansyah, 3Noorhapizah
1,2,3Master of Education Administration, Universitas Lambung Mangkurat, Banjarmasin, Indonesia
DOI : https://doi.org/10.47191/ijsshr/v5-i12-14Google Scholar Download Pdf
ABSTRACT
Teacher performance is the work accomplished by a teacher in the completion of the specified responsibilities. The purpose of this study was to examine the direct and indirect effects of principal management performance, work climate, and work motivation on the performance of elementary school teachers in the Awayan District. This study is quantitative correlation research. Using proportional random sampling technique, 112 respondents were selected as research samples from the population of 156 teachers. Data is collected by using a questionnaire instrument and it is analyzed by utilizing descriptive analysis, classical assumption test, multiple linear regression analysis and path analysis. The findings of this study indicate that the variable regression value is a positive number, such as the regression coefficient of principal management performance on teacher performance (X1-Y) of 0.583, the regression coefficient of principal management performance on teacher work motivation (X1-Z) of 0.533, the climate regression coefficient of school work on teacher performance (X2-Y) of 0.412, and the regression coefficient of work climate on work motivation (X2-Z) of 0.659. This study concludes that principal management performance, work climate, and motivation have direct and indirect effects on the performance of elementary school teachers in the Awayan District. It is suggested to school principals and teachers to sustain high levels of management performance, climate, and teacher performance. Other researchers may examine other variables that can affect teacher performance.
KEYWORDS:Management Performance, Work Climate, Motivation, Teacher Performance
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